Urban attrition is a paramount problem facing K–12 education. With a noted 50% of beginning teachers exiting education or transferring to suburban school environments, attrition negatively impacts a school’s ability to maintain an effective and stable teaching staff. This qualitative study set to examine how leadership and the community affected veteran teachers’ decisions to remain working in urban elementary schools. Utilizing the professional capital as accountability framework developed by Michael Fullan, Santiago Rincon-Callardo, and Andy Hargreaves, this study examined the extent to which perceived leadership and community members affected 13 veteran teachers’ decisions to remain working in urban elementary schools. Utilizing interviews of teachers and principals along with artifact collections, some emerging themes included making a difference, reciprocal trust, mutual respect, and love. Policy and practice recommendations were for beginning teachers to continue support programs that foster community–teacher relations and involvement in parent-based organizations such as the Parent– Teacher Association.
|Commitee:||Crosthwaite, Gudiel, Scott, James|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||School administration, Elementary education|
|Keywords:||Attrition, Building capacity, Urban|
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